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The purpose of this study is to review the work–life balance (WLB) among academics. Academics are the pillars of higher education institutions’ (HEIs) mission to provide quality education to students and the community, supporting socioeconomic development. Most academics today are overworked and overburdened with duties, forcing them to work longer hours on weekends and at odd hours. This eventually affects their work–life balance and causes boundary conflicts between work and personal life.

This study proposes a bibliometric analysis to investigate the underlying knowledge structure of this phenomenon by uncovering the past and present themes and predicting future trends of WLB in academia. This review adopts two analyses (bibliographic coupling and co-word analysis), presenting the knowledge structure network. A total of 307 journal publications were retrieved from the Web of Science (WoS) database, revealing significant clusters and themes.

Findings identified central themes, including the issue of women in academia, predictors and the impact of WLB in academia.

Implications towards research and practice relevant to scholars and practitioners are discussed, particularly in balancing academics, professional work and personal life.

This study presents a state-of-the-art bibliometric analysis by uncovering the knowledge structure of academics’ work–life balance in HEIs.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

The paper aims to support employers in avoiding linguistic profiling of individuals with communication disabilities; thereby reducing their exclusion from the workforce. It provides employers and others in the workplace with examples of speech, language and communication differences, common false stereotypes and assumptions, and strategies to prevent and address the negative effects of linguistic profiling.

The paper offers a general overview of linguistic profiling as it relates to individuals with communication disabilities. Pertinent examples and findings from previous literature are included to illustrate linguistic profiling across speech, language and mode of communication, and to provide recommendations for inclusive workplace practices to ensure that career success is accessible to individuals with communication disabilities.

Linguistic profiling is a barrier to successful and inclusive employment for individuals with communication disabilities. Education, training and the use of inclusive practices can reduce linguistic profiling of individuals with communication disabilities in the workplace.

Though linguistic profiling used to make inferences of social constructs such as race and gender has long been discussed, little discussion surrounds individuals with communication disabilities and the impact it has in their lives and careers. This paper uniquely highlights communication disability in the linguistic profiling discussion so that organizations can be more aware of the impact and the need to create supportive and inclusive workplace environments and in turn reduce discrimination and increase diversity.

This paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).

An autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.

The findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.

The exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.

This work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.

Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.

The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.

The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.

The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.

Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.

The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

The purpose of this study is to evaluate an in-service training (INSET) programme for improving the quality of English language teaching in Zanzibar’s secondary schools. Specifically, there were two objectives: i) to explore the teachers’ views on the zanzibar improvement students prospect (ZISP) training programme in improving the English language teaching techniques in secondary schools in Zanzibar and ii) to find out the organisational support provided to teachers when they are using the skills and knowledge acquired from the ZISP teaching programme.

The study used a qualitative research approach, particularly the case-study design. It used interviews to collect qualitative data that was analysed thematically. Twelve English language teachers from seven secondary schools who had benefited from the ZISP teaching programme and five headmasters from five schools participated in the study as respondents.

The study found that the ZISP training programme equipped teachers with pedagogical skills useful for preparing lessons and materials, using technology in teaching and providing timely feedback to students. In terms of support, teachers receive materials and motivation from various organisations.

This study focused on ordinary teachers and headmasters. Nevertheless, other studies could use classroom observation, focus group discussion, document review or survey questionnaire to evaluate the impact of the programme and look at how the skills obtained are used in the teaching and learning of the English language. In addition, this study involved 12 participants who were teachers and headmasters, respectively. Other studies could include students, their families, employers and non-teaching staff. This would provide a holistic view of how the stakeholders perceive the INSET programme.

The study contributes to the body of knowledge regarding the benefits and organisational support teachers receive after participating in the INSET training programme in Zanzibar. Thus, teachers need regular exposure to INSET so that they improve the quality of their teaching.

We articulate cycles of creative storying and data analysis and the wonder that motivated the project by detailing our reading, thinking and writing processes to contribute to the conceptual and practical literature on collaborative writing as method.

This paper documents a process of collaborative writing as method that produced a co-written fictional narrative that evokes questions about schooling.

Our process began with world-building for our fictional future, creating characters to serve as a lens for analysis. From our discussions of the data, we crafted a plotline to present our themes in coherent story. As we explored and shared our readings, interdisciplinarity shaped our project in unique ways.

Throughout, our collaboration and fiction-writing opened spaces for wonder, interdisciplinarity and joy that may inspire other researchers to engage in collaborative and/or creative writing processes.

Adding to the rich literature of arts-based research methods, we contribute our reflections on the pragmatics of incorporating reading, writing and thinking for collaboration and creative writing as qualitative research methods for document analysis.

Vocational education and training (VET) in Australia has for some time been driven by an agenda of “reasonable adjustment”, in which practices are modified to ensure equitable access and participation by disadvantaged students. However, the growing marketization of VET has instead encouraged the use of more flexible approaches to attract and retain students from diverse backgrounds. They have thus paralleled and confounded reasonable adjustment practices for inclusive development. This study sought to identify the moral dilemmas experienced by VET teachers arising from implementing reasonable adjustment practices.

This phenomenological research project used in-depth conversational interviews with 19 experienced VET teachers from a diversity of teaching fields to identify moral dilemmas experienced as arising from changes in their workplace contexts.

One of the identified dilemmas was responding flexibly to heightened student diversity, to which study participants largely responded by prioritising the economic imperative over social inclusion. Well-intended actions thus led to unintentionally damaging outcomes, raising important ethical questions about the relative value of economic and social development outcomes and the role of reasonable adjustment in their attainment. The study also highlights the lack of appropriate VET teacher training in managing ethical conflicts to minimise risks to themselves and their employing organizations.

As a case study of inclusive development policies in practice, this research may be seen as a cautionary tale for inclusive development policies in other countries with similarly strong VET economic and socially inclusive development policies for sustainability. The paper thus opens a dialogue for critical reflection on the current problems in a reasonable development approach in the field of comparative and international education. Those two parallel agendas have presented VET teachers and trainers with ethically challenging situations in which the economic and social development imperatives are experienced as being conflict with each other.

This study introduces a non-orthodox approach to the dominant policy-based approaches to graduate employability through contextualizing international students’ everyday experiences within their educational and wider structural contexts of the labour market.

The study used narrative frames to collect data from 180 international students from China, Hong Kong, India, Sri Lanka, Vietnam and Nepal at a New Zealand tertiary institution. Narrative frames as a research tool in educational contexts are used to ellicit the experiences of individuals in the form of a story as participants reflect on their experience. The frames use sentence starters to draw responses from participants about their experiences (Barkhuizen and Wette, 2008).

This study argues that, through a socialization process, international students develop identities that fit an ever-changing labour market. This process is catalysed by a higher education landscape that produces career-ready subjects capable of appropriating different social spaces that prepare students and graduates to enter the labour market. Further, it argues that graduate employability should be understood as a complex process through which students and graduates socialise themselves through negotiating the socioacademic spaces by (1) familiarising themselves with the dominant workspace norms, (2) positioning themselves as more career-ready individuals, and (3) imagigining employable selves capable of meeting the needs of the job market.

This study has limitations. Only one data collection source has been used. It would have been great to use narrative frames along with interviews. In addition, the data would have been stronger if the researcher could have used classroom observations, which could be a future initiative.

This study could provide practical insights to tertiary institutions about international students’ developing capabilities and identities so they could better prepare themselves for the world of work. Further, this study provides insights about some of the challenges that international students face in tertiary contexts to become career-ready. Hence, educators could employ strategies to better support these learners in their everyday learning spaces. This study also has useful benefits for future and current international students and international graduates regarding what investments they need to make so they can better socialize themselves in their tertiary and workplace practices.

This study has social implications. It helps international students better understand the social, cultural and academic expectations of their host countries. Therefore, they could better socialize themselves into those practices and contribute more effectively to their academic and workplace communities. The study also helps academic and workplace institutions strategize more effectively to address the social and cultural needs of international graduates. The study also contributes to the social and cultural understanding of the teachers that engage with international students on a daily basis by helping them devise activities that better address these students’ and graduates’ needs.

The study adds theoretical and methodological value to the debates around graduate employability. It includes the voices of 180 students and unravels their day-to-day experiences of capability building and employability development from their own perspectives.

This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field.

This paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses.

The review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be “teacher autonomy,” “autonomy,” “teachers,” “teacher professionalism” and “professional development.”

Despite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.